Syllabus Contents

Course Description

The study of physiological, environmental and interactive variables influencing human development from conception to death

Prerequisite: PSYC 101; PSYC/SOCI 175

Proctored Exams: Midterm

Textbooks

Required

Berk, L. (2017). Development through the Lifespan (7th ed). Boston: Allyn and Bacon.

[ISBN-9781323825327]

Note: This course uses a VitalSource ebook that must be purchased through MBS Direct. Access to this book is complimentary for the first three days of the session. To maintain access after this period has ended, you must purchase the eBook through MBS Direct. If you wish to have a print book in addition to the ebook, it can be ordered as a loose-leaf print on demand book through VitalSource. Please note there is an additional cost for this, and financial aid book vouchers cannot be used for the print. Once orders are placed, it can take approximately 5-7 business days for you to receive your print on demand book.

Course Overview

In this course you will examine human development from conception to death. You will analyze, discuss, and perform simple experimental tasks. You will critique articles found online and reenact simple developmental experiments. You will explore various news/current events sites to see how the theories of development can be applied to everyday life. Each week the class will focus on a different developmental stage and the related psychological theories.

Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:

Course Learning Outcomes

Demonstrate knowledge and understanding of the major concepts and theories in developmental psychology.

Demonstrate an ability to understand the empirical primary source literature in the discipline

Demonstrate the ability to produce written work consistent with disciplinary standards.

UG

Grading

Grading Scale

Grade

Points

Percent

A

900-1000

90-100%

B

800-899

80-89%

C

700-799

70-79%

D

600-699

60-69%

F

0-599

0-59%

Grade Weights

Assignment Category

Points

Percent

Discussions (15)

300

30%

Quizzes (8)

80

8%

Activity Paper

330

33%

Midterm Exam

120

12%

Final Exam

120

12%

Final Essays

50

5%

Total

1000

100%

Schedule of Due Dates

Week 1

Assignment

Points

Due

Discussion 1: Course and Peer Introductions

--

Wednesday

Discussion 2: Nature vs. Nurture Debate

20

Wednesday/Sunday

Quiz 1

10

Sunday

Week 2

Assignment

Points

Due

Discussion 3: Evaluating Toys designed for Infants and Toddlers

20

Wednesday/Sunday

Discussion 4: Temperament & the Goodness-of-Fit Model

20

Quiz 2

10

Sunday

Proctor Information

N/A

Week 3

Assignment

Points

Due

Discussion 5: Early Intervention for Those at Risk

20

Wednesday/Sunday

Discussion 6: Educational Television

20

Activity Paper: Planning Guide

15

Sunday

Quiz 3

10

Week 4

Assignment

Points

Due

Discussion 7: Learning in School

20

Wednesday/Sunday

Discussion 8: Competitive School Activities

20

Quiz 4

10

Sunday

Midterm Exam

120

Activity Paper: Checklist

15

Week 5

Assignment

Points

Due

Discussion 9: Imaginary Audience, Personal Fable and Peer Pressure

20

Wednesday/Sunday

Discussion 10: Crisis Intervention

20

Article Review

50

Sunday

Quiz 5

10

Week 6

Assignment

Points

Due

Discussion 11: Examining the Psychological Impact of Attending College

20

Wednesday/Sunday

Discussion 12: Leaving Home

20

Activity Paper

250

Sunday

Quiz 6

10

Week 7

Assignment

Points

Due

Discussion 13: Double Standard on Aging

20

Wednesday/Sunday

Discussion 14: Midlife: The Prime of our Lives or Over the Hill?

20

Quiz 7

10

Sunday

Week 8

Assignment

Points

Due

Discussion 15: Age Related Changes to the Five Senses

20

Wednesday/Saturday

Discussion 16: Death and Dying: Coming to Terms with Life

20

Quiz 8

10

Saturday

Final Exam

120

Final Essays

50

Total Points: 1000

Assignment Overview

Discussions

Each discussion requires three posts: one original post and two peer responses. Your original post must be at least three paragraphs in length (three sentence minimum per paragraph). You will not be able to see other posts until your submit yours. Initial posts are due by Wednesday at 11:59 pm CT and responses are due by Sunday at 11:59 pm CT of their assigned week.

Activity Paper

You will write a 1500-2000 word paper based on personal observations made on a child at play. In Week 3, you will submit a planning guide that identifies the desired age range and setting for observation. In Week 4, you will submit a checklist of detailed milestones to observe during observation. In Week 5, you will submit a review of a peer-reviewed article related to your study, using proper APA style. Your final paper is due at 11:59 pm CT Sunday of Week 6.

For the final paper, no outside sources are required, but they must be cited if used. All submitted files will be checked for plagiarism using the TurnItIn plagiarism detector. Detailed information on this assignment is available in the Content area of the course.

Quizzes

Each week, there will be a quiz assigned over the readings covered. Each quiz consists of 20 multiple-choice questions. There will be a 30 minute time limit.

Midterm Exam

The midterm exam must be taken in a pre-approved proctored setting. The midterm opens at 12:01 am CT Tuesday and closes at 11:59 pm CT Sunday of Week 4. There are 60 multiple choice covering chapters 1-10 of the textbook. You will have 120 minutes to complete the exam. No books or notes may be used.

Final Exam

The final exam is not proctored. The exam opens at 12:01 am CT Wednesday and closes at 11:59 pm CT Saturday of Week 8.

There are 60 multiple choice questions covering chapters 11-19 of the textbook. There is a 120 minute time limit.

Final Essays

There will be 5 essay questions to answer and submit to the Dropbox. The questions can be accessed in the Content area during Week 8. There is no time limit. All submitted files will be checked for plagiarism using TurnItIn's plagiarism detection tool.

Course Outline

Click on each week to view details about the activities scheduled for that week.

Conduct a field experiment to evaluate toys for infants and toddlers. Determine if a child in that age range has the perceptual capacity and the motor skills required to play with it effectively.

Go to your local toy store, or the toy section of a local store:

Find a toy that has been deemed specific for the age range of either infant or toddler.

Describe the toy and discuss what benefit a child might gain by playing with it.

Discuss the developmental stage that the infant or toddler is at during the age range described by your toy with respect to:

Motor skills

Perceptual abilities

Would you recommend this toy to a parent as a developmental aid?

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Discussion 4: Temperament & the Goodness-of-Fit Model

Examine the two distinct models of temperament, how it is measured, and the child rearing implications.

Read the article Infant Attachment: What We Know (in the Content area)

Use the site and the textbook to define temperament and list the structures of temperament.

Provide an example of each.

Define goodness of fit and relate it to the temperament of the child.

Describe how temperament and goodness of fit might influence attachment.

Provide an example.

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Quiz 2

Covers chapter 4-6 of the text.

Proctor InformationSubmit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.

Describe and discuss one of the signs of a developmentally appropriate early childhood program.

Discuss the future of early interventions.

Is it an important program?

Should it be continued? Why, or why not?

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Discussion 6: Educational Television

Watch one hour of a children's program. If it is a half-hour program, watch two episodes or two different half hour programs.

While you are watching the program(s) keep a record of the number of aggressive/violent behaviors and the number of pro-social behaviors.

Identify the TV program and give a brief synopsis of it

Define aggressive/violent behavior and explain how it was depicted in the program(s)

Define pro-social behavior and explain how it was depicted in the program(s)

Discuss the socialization messages children might develop from watching these programs.

Determine if you would allow your child to watch this program or recommend these shows to other parents.

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Activity Paper: Planning Guide

Submit your planning guide to the Week 3 discussion area. See the Activity Paper guidelines in the Content area of the course for details. You must post your planning guide before you can see others' posts.

How do imaginary audience and personal fable relate to the adolescent's abilities to reflect on their own thoughts?

How do the roles of the adolescent's family and peers change during this stage?

Do these changes influence the adolescent's view of the imaginary audience and the personal fable? Why?

Are the imaginary audience and the personal fable normative and beneficial? Why?

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Discussion 10: Crisis Intervention

Adolescents sometimes experience life events more deeply and emotionally than other children or adults. Research and evaluate specific crisis intervention programs designed for at-risk or troubled youth.

Choose oneof the following areas and research the questions listed below.

Youth center, community center, or Y with counseling or peer support groups

Local Hospital - does your local school provide a peer-counseling service for troubled teens?

Rape Crisis Center or Planned Parenthood - Do they have a hotline?

Local School - does your local school provide peer-counseling service for troubled teens?

Contact one of the local services above and determine the following information:

Who works there and how are they trained to help troubled teens?

What type of services do they provide?

How is confidentiality maintained? When might they have to breach the teen's confidentiality?

How are severe problems handled?

If peer counseling is provided, how are they trained?

How do troubled teens find out about the services provided?

Briefly discuss your results. Indicate whether you feel that the needs of the troubled teens would be adequately met. Would you feel confident if your son or daughter used these services?

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Article ReviewUse the library databases to locate a peer-reviewed article on , 1) a positive or negative behavior that might be demonstrated by the child in your observation, 2) a developmental theorist, 3) development of attachment, or 4) parenting styles. Write a concise summary of the article (100-150 words) and an opinion/reaction to the article (100-150 words). Include proper APA citation and reference of the source.

Discussion 11: Examining the Psychological Impact of Attending College

Research and evaluate specific psychological aspects of attending college.

In our textbook, the author states "the impact of college is jointly determined by the person's involvement in academic and nonacademic activities and the richness and diversity of the campus setting."

Do you agree that a college student's cognitive development is enhanced as described?

Do you think that residential students have an advantage over commuting students in the richness of the college experience?

How would you change your response for the online student?

How do you think the psychological aspect of online college attendance might differ?

This assignment is expected to cover the items listed above and should be a least 3 concise paragraphs in length.

Discussion 12: Leaving Home

Visualize what it might be like for a young adult to leave the parental home for the first time. Describe this transition from dependent teen to responsible young adult.

Why do you think nearly half of adults return home for a brief period?

If you feel comfortable please share some of thoughts about when you moved out of your parental home, or about your future plans to leave home.

Activity PaperFor this activity assignment, visit a city park or other public area and observe a child at play. (If the weather is bad, any public place where you can safely observe a child will do, such as the mall or McDonald’s play area.) Observe one individual and write the entire paper on that one individual only. (Specific guidelines provided in the course.)

Quiz 6

Covers chapters 13 and 14.

Course EvaluationPlease evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.

Discuss the potential psychological effects of the limitation and/or loss of one of the sensory systems of the body.

Describe a modification that one might make to the environment to help an older adult cope with sensory changes.

Using the web, identify services available in your area for an older adult with declines in the sensory system.

Discussion 16: Death and Dying: Coming to Terms with Life

Discuss the five ideas that make up a realistic understanding of the death concept.

Define and describe death anxiety.

Identify, describe, and give an example of each stage of dying as outlined by Dr. Kubler-Ross.

Quiz 8

Covers chapters 17, 18, and 19.

Final Exam

There are 60 multiple choice and/or true-false questions in the Quizzes area of the course. Covers material from chapters 11 to 19.

Final EssaysThere will be 5 essay questions to answer and submit to the Dropbox. The questions can be accessed in the Content area during Week 8. There is no time limit. All submitted files will be checked for plagiarism using TurnItIn's plagiarism detection tool.

Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner
consistent with Columbia College's Student Conduct Code and
Acceptable Use Policy. Students violating these policies will be
referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student
Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The
Handbook is available online; you can also obtain a copy
by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive
learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting
the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for
information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the
original author. For proper citation of the original authors, you should reference the appropriate publication manual for your
degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on
the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated
as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted
papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the
Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political
affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments
should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from
participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring
email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to
another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email
providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages
so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

No late assignments are accepted unless they are pre-approved by the instructor.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will
allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see
them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the
end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU
services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or
denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high
school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal
friends, family members, athletic coaches and direct supervisors are not acceptable.

Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.